It is important that, in the classroom, the reading and the writing are not secondary activities, that do not occupy only the time that sobrou in finalzinho of the lesson. Reading and writing need to be planned, as daily activities, not only between the pupils, but also between us, educators. It has diverse ways of if making this, some ways, each one of them with advantages and disadvantages, because we know that nor everything functions in the same way in different groups. The educator, as reading experienced, can read with pupils, count histories and to use them as stimulaton for the writing of the pupils. Not because the read text is necessarily a starting point for an exercise but, to the times, the reading if locks up in same itself. Can-to be to read and later making a writing exercise, as well as can be had activities of reading that are not folloied of exercise some because the reading already is, in itself, an activity. One knows that many times the readers (it are of the school or stimulated by it) write for the writers of the books that they had liked.

Many writers tell the colloquies that had had with its readers. Lobato hunter received letters from its readers and not only wrote for they, inserted as well as them in its histories: readers, then, had started to be part of histories of the Small farm of Pica Yellow Wood. She was what the reader created for Clarice wanted to make: to live in the book. The pupils, readers in formation, can use to advantage the reading to dialogue (by means of the writing) with the writers of the books that they had liked, as well as can dialogue with other readers, of close and to far. It is very common to read the periodical pages and magazines book summaries and films, and in function of these summaries we decide to read or not a book, to attend or not a film.